I have a gifted 8 yo that very much fits this description. We joke that he’s like Calvin from Calvin & Hobbes (he also loves Calvin & Hobbes). He is always in play mode. Always making sound effects. Funny. Builds elaborate imaginary worlds in his head and through pretend play. Has an imaginary world called “baby world” that he talks about. Makes comics. Draws. Builds things. Makes plays and puppet shows. Makes stop motion videos. Reads comics. Mostly just plays all the time.
He has been tested at school and is academically gifted. He is content to do the advanced work school provides, but wouldn’t ask about it otherwise. Our school clusters gifted students and I think those are the kids he relates to best, so being in gifted schooling is socially comfortable for him.
The only extra academic thing he’s been interested in is an elementary math circle at our library. They share math concepts and do collaborative math activities.
He’s done some art classes which he enjoys but doesn’t really ask to go back.
My parenting for him has been mainly to protect his play time. I make sure he’s not over scheduled and that he’s always getting recess. He loves social play. He plays with neighbors and I plan meet ups with his friends and go to busy social places like swimming pools. He also loves to bike.
I also take him to arts related things: plays, orchestra, etc. We went to an immersive art experience that he loved.
Our whole family has a visual spatial orientation. My profession is visually oriented. I am willing to trust that he will find a way into work and life that appeals to him and works with his strengths.
You might find Peter Gray very interesting. He’s a big advocate for play and explains why it’s important and what kids are learning when they play. Look for interviews and his books.
You might also like the book Visual Thinking by Temple Grandin. It talks about how some people lean more towards visual spatial strengths and how we as a society don’t value and support them.
Last edited by millersb02; 08/13/24 08:41 AM.
